This study examines the impact of a training course on Artificial Intelligence (AI) and digital citizenship on sixty students at a technical institute. An experimental group (n=30) participated in five weeks of activities focused on the development of digital skills and ethical-social reflection; a control group (n=30) followed the traditional curriculum. The Digital Citizenship Scale (Choi, Glassman & Cristol, 2017) was administered in pre- and post-tests to measure levels of responsibility, civic participation, technical skills and critical perspective in the online environment. In addition, two focus groups explored students' perceptions of the conscious use of AI and the risks of digital disinformation. The quantitative results show a significant increase in the scores of the experimental group compared to the control group (p < .05), while the qualitative data highlight greater student awareness of the social and political impact of AI, together with an improvement in the collaborative use of technologies. These results suggest that a targeted teaching approach, based on active methodologies and peer cooperation, can foster the growth of more critical and responsible digital citizens, contributing to an education that is adequate for the challenges of the AI era.
Analysis of the effectiveness of an Experimental Teaching Module based on AI and Digital Citizenship
Davide Di Palma;
2025
Abstract
This study examines the impact of a training course on Artificial Intelligence (AI) and digital citizenship on sixty students at a technical institute. An experimental group (n=30) participated in five weeks of activities focused on the development of digital skills and ethical-social reflection; a control group (n=30) followed the traditional curriculum. The Digital Citizenship Scale (Choi, Glassman & Cristol, 2017) was administered in pre- and post-tests to measure levels of responsibility, civic participation, technical skills and critical perspective in the online environment. In addition, two focus groups explored students' perceptions of the conscious use of AI and the risks of digital disinformation. The quantitative results show a significant increase in the scores of the experimental group compared to the control group (p < .05), while the qualitative data highlight greater student awareness of the social and political impact of AI, together with an improvement in the collaborative use of technologies. These results suggest that a targeted teaching approach, based on active methodologies and peer cooperation, can foster the growth of more critical and responsible digital citizens, contributing to an education that is adequate for the challenges of the AI era.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
